Augmentative and Alternative Communication: Challenges at the Preservice Level Those of us in university training programs in speech-language pathology are acutely aware that we are continuing to train “generalists” at the masters degree level in speech-language pathology. While that itself is not a bad thing, we have added more and more courses/content modules to our curriculum to keep ... Article
Article  |   February 01, 1999
Augmentative and Alternative Communication: Challenges at the Preservice Level
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Article   |   February 01, 1999
Augmentative and Alternative Communication: Challenges at the Preservice Level
SIG 12 Perspectives on Augmentative and Alternative Communication, February 1999, Vol. 8, 2. doi:10.1044/aac8.1.2
SIG 12 Perspectives on Augmentative and Alternative Communication, February 1999, Vol. 8, 2. doi:10.1044/aac8.1.2
Those of us in university training programs in speech-language pathology are acutely aware that we are continuing to train “generalists” at the masters degree level in speech-language pathology. While that itself is not a bad thing, we have added more and more courses/content modules to our curriculum to keep up with the changing of the field; however, we don't typically remove content from our curriculum. With a relatively new area like AAC, we are put in a somewhat awkward situation. We have the responsibility to train students in this area as evidenced by the ASHA sponsored publications such as the position paper on Nonspeaking Persons (Asha, 1981), Competencies in AAC (Asha, 1989), and preferred practice patterns (Asha, 1993). However, ASHA does not require any academic or clinical experience with people who use AAC. Furthermore, the ASHA Code of Ethics continues to admonish us to refrain from practicing what we are not trained to do.
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